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We have also been using ratios and how they are used on maps as a scale. This has helped us to find the distance between points on a map.

This activity below can help you to further understand ratios. Make sure you start at level one in the activity; it will be too tricky if you move through too quickly. You will need to log on to the Ultranet in order to be able to access this activity. See me if you cannot remember your password!

While you are working independently this morning, you may like to use this site to help you with remembering about angles.

Here are some handy tips for working with a protractor:

Angles are measured using a protractor. You can guess the rough size of an angle by looking to see if it’s acute or obtuse, but you’ll need a protractor for a precise measurement.

Here’s how to use a protractor to measure an angle:

Line up the protractor so the ‘cross hair’ is exactly on the angle.

Line up one of the lines with the 0 line on the protractor.

See which numbers the angle comes between. If it is between 30 and 40, the angle must be thirty something degrees.

Count the small degrees up from 30. In this example, the angle is 35°.

When you’re done, you may like to give these two activities a go as well. The first game requires you to make the angles in order to make targets.

This second game, Roboidz, will take a long time to load but is worth the wait! You may like to open it in a new browser tab and complete another activity while you wait. Click on the picture below to launch the game.

Here is a game you can use to practise recognising angles. You will need to click on the image below to open the game, because it has some extremely irritating music that plays when you open the page. So long as you put the computer on mute it is a great game!

Remember to look at the compass guide at the top to know which direction you are hitting in.

In the game Action Fractions, you can practise adding and subtracting fractions.

The race starts off more simply adding fractions with like denominators, but becomes harder after round two when you have to add fractions with different denominators, and then subtract. Click on the image below to give it a go and let us know how you find it!

Today in class, some groups also worked on learning/revising the process for multiplying fractions. We used this video to work independently and help us with the concept. You can watch it below for revision.

After a long term two, I think everyone is now looking forward to a relaxing two weeks holidays! Make sure you take the time to rest and enjoy lots of time with your family and friends. Before you do rest though, if you haven’t already, don’t forget to book a time for a Student Led Conference next term.

If you are still looking for something to do, you may like to play the game below. See if you can figure out the aim and objective on your own. I have only linked to it, rather than embedding, because the sound is very irritating if you don’t want to play!

If you’d like to leave a message for someone in the class, you may like to post them a comment on our Ultranet messageboard (Collaborative Learning; 56C). See you in two weeks!

On Friday, we continued our work on fractions, decimals and percentages. We started looking at how we could find the percentage of something when we had an amount that was more than or less than 100. To help us, we took to the school car park.

We found a row of 20 cars, and from this row were were able to work out some fraction, decimal and percentage amounts of the colours of the cars. Here is some of our work. We recorded it on the footpath so everyone could see.

Fly down Gwendoline Drive and count the number of bins out for collection. What percentage are recycling bins?

These are the sorts of questions we were answering in Maths this morning. No, we didn’t all suddenly get our pilot’s license! We were using Google Maps to help consolidate our understanding of fractions, decimals, percentages and worded maths problems.

This morning we had a look at a Maths Map, which is a Google Map containing a large range of maths questions. Not only did we have to work out what the question was asking us to do, but we had to use the maps to find the answer to the problem. Some of them required us to look at street maps, others satellite maps and some even fly around in Street View. Here’s an example:

All of our maths questions were on streets around our school. It really helped us to put maths into context and use it to solve real problems. Rather than just colouring in fractions on a worksheet or doing a page of sums, we had to find the information to solve the problem. We also got to have fun doing it in a creative way. Some of the reflections students made on the activity include:

There were different levels of questions to choose from, so students were able to challenge themselves with more difficult tasks. Some reflected that they didn’t feel there was enough challenges, so we shall look at extending this part of the maths map. Everyone was really excited by the task though and enjoyed it, and we can’t wait to have another go! It is amazing that the students were able to use the maths knowledge and content they learn in class and apply it to actual problems, and help see how it is useful to them.